Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

What can we learn from the PISA research about the factors and parameters affecting the success of student achievements in mathematics? A Comparative study between Israel and Finland.

"Abstract. There is a crisis of many years in Israel in the subject of mathematics learning. In the last PISA tests, conducted by the OECD during the last ten years, Israel is placed 39-41 among all the countries participated the research. It was also found that all the years Israel ""won"" to be one of the first three countries with the highest grade distribution among all the countries and economic entities participating in general and among OECD countries in particular. In addition, it was found that rate of Israeli students who fail the mathematics test is one of the highest in the organization countries. The goal of this research is comparing students’ achievements in the Israeli education system and in the Finnish education system, which is considered a system with excellent achievements in mathematics and low-grade distribution rate in general and in mathematics grades in particular. This comparison is aimed to identify the Israeli education system's problems and learn the lessons to improve it. This article discusses the question what is the main success factor in mathematics in Israel compared to Finland according to the 2015 PISA test results and what can be learned from this difference? In this paper I have based on my research findings in which I analyzed the correlation between the PISA questionnaires and student achievement in mathematics."

The Relationship between Classroom type (Single-Sex or Mixed-Sex) and the Academic Achievements in Mathematics among Students belonging to the National-Religious Society in Israel

Many studies have indicated that single-sex classrooms promote female students’ self-confidence and achievement in various professions, including professions where their rate of employment is low, such as mathematics and other exact sciences. The purpose of the present study is to examine the relationship between single-sex classrooms and math achievements among both female and male students. The study population included 608 students learning in the fifth-ninth grades, who attended state-religious schools in the southern region of Israel and came from families who had similar socioeconomic status. The students answered a short demographic questionnaire and their math teacher filled out each student’s score achieved in the regional math summative assessment. The findings showed no relationship between classroom type and boys’ achievement in mathematics, while a significant relationship was found between learning in single-sex classroom and higher math achievements among girls in elementary school. In middle school, however, no significant difference was found.

Just do it! Study time increases mathematical achievement scores for grade 4-10 students in a large longitudinal cross-country study

Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students’ achievements in mathematics. Results showed that more study time led to higher performance scores in mathematics. Further analyses revealed that low-performing students in the first school year (2017-2018) who increased their study time in the following year (2018-2019) revealed greatest gains in performance in the same school year (2018-2019) and even in the year after (2019-2020). Finally, results replicated previous observations of robust performance scores within students over the three school years, with performance scores in 2017-2018 predicting those of 2018-2019 which predicted those of 2019-2020. These results support the idea that students, in particular low-performing students, can boost their academic abilities to upper levels when increasing their study time.

FEAR IN MATHEMATICS TEACHING AMONG PRIMARY SCHOOL STUDENTS

The aim of this work is toresearch does exist a fear of mathematics, what are the causes of fear of mathematics, in what forms fear is manifested and what parents do to repress a fear of mathematics at students in higher grades of elementary school. For the purposes of the research, two separate scales were created which measured the fear of mathematics at students from the perspective of parents and students. The research was conducted in the elementary schools in Central Bosnia with students of fifth, sixth, seventh, eighth and ninth grades. We leave the survey questionnaire at the end, in attachment, so that it can be viewed. Analysis or data processing we worked and we got results which we´ve presented in this work. There shouldn´t be fear in the teaching process.Students shouldn´t come to school under pressure or in fear, but should find ways to motivate themselves to work because of their personal progress and training for life. Parents and teachers help them with that. Achievements in mathematics are researched more than achievements in other subjects because mathematics is important for researching and comparing different educational systems.Because of this importance, we need to find ways to repress the students ’fear of math.Students, except motivation for working, should give encouragement and support. Communication with the child, and communication in the parent-school-student relationship is very important in repressing the child’s fear

Pengaruh Model Pembelajaran Pakem Terhadap Prestasi Belajar Siswa SMPN 4 Batukliang

The purpose of this study was to determine the effect of pakem learning models on students' learning achievements in mathematics subjects, the subject matter of linear equations one variable in grade VII SMPN 4 Batukliang. This research uses a quantitative approach. The type of research used is Class Action Research (PTK). The population in this study was 190 students of SMPN 4 Batukliang. The instruments used in this research are about tests, observations and documentation. The analysis used is statistical data analysis with average different test using t-test. The results of the study obtained a score of t_ (calculate ) of 7.59, while the value of t_tabel of 2,000 with dk = 59 and the level of significance of 0.05 this indicates that Ho was rejected and Ha was accepted so that it can be concluded that there is an influence of PAKEM learning model on student learning achievement in mathematics subjects linear equations one variable in grade VII SMPN 4 BatukliangAbstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran PAKEM terhadap prestasi belajar siswa pada mata pelajaran matematika materi pokok persamaan linier satu variable di kelas VII SMPN 4 Batukliang. Penelitian ini menggunakan pendekatan kuantitatif. Adapun jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Adapun populasi dalam penelitian ini yaitu siswa SMPN 4 Batukliang sebanyak 190 siswa. Adapun instrumen yang digunakan dalam penelitian ini adalah soal tes, observasi dan dokumentasi. Analisis yang digunakan adalah analisis data statistik dengan uji beda rata-rata menggunakan uji- t. Hasil penelitian diperoleh nilai sebesar 7,59, sedangkan nilai sebesar 2,000 dengan dk=59 dan taraf signifikansi 0,05 hal ini menunjukkan bahwa Ho ditolak dan Ha diterima sehingga dapat disimpulkan ada pengaruh model pembelajaran PAKEM terhadap prestasi belajar siswa pada mata pelajaran matematika materi pokok persamaan linier satu variabel di kelas VII SMPN 4 Batukliang

CRITERIA-BASED ASSESSMENT TECHNOLOGY OF EDUCATIONAL ACHIEVEMENTS IN MATHEMATICS AT SCHOOL

The introduction of new technology in the learning process leads to increased opportunities in its organization and involves a pedagogical search aimed at adapting this technology to the learning process of a particular subject. The article proposes a methodology of criteria-based assessment of educational achievements in mathematics based on the features of the content and activity component of the subject of mathematics. The peculiarity of this technology consists in the fact that students make up descriptors in the course of solving problems, which are used in formative and summative assessment later. Each descriptor is a step in the algorithm of solving the problem. An example of creating descriptors for the problem of finding the distance from a point to a plane is given, and alternative descriptors based on various ways and methods for solving the problem are considered. This approach promotes the involvement of students in the design of the assessment process. As a result, students develop a clear idea of the assessment criteria. This way the principle of openness is implemented, and the didactic effect of criteria-based assessment is enhanced.